“If you want people to think outside of the box, you should not train them in a box.”
– Gerald Haman.

This website has been established to enlist support in addressing two essential questions that drive C-TEC’s core mission:

“What is it about learning and teaching that can be improved using technology?” and

“How can technologies be designed and applied to support learning and teaching?”


From these two questions, the Centre for Technology Enhanced Cognition (C-TEC) aims to establish evidence-based approaches to devising plans and strategies that assist educational organisations, businesses, and communities to re-think and redesign their teaching, learning, and training programmes.

These approaches are underpinned by three interrelated (mutually dependent) components:

    • A learning in the future philosophy
    • A dynamic online learning strategy development framework
    • An iterative technology evaluation and implementation approach

The learning in the future  philosophy challenges teachers, lecturers, and learners to examine current teaching-learning processes in a holistic sense – as learning systems and sub-subsystems – that integrate and leverage the complex nature of the environment in which we live, work, and learn. The key task is to identify and apply the strategies and technologies determined to be most suited to the purpose at hand.

A dynamic learning strategy development framework enables the formulation of tailored strategies for enhancing student learning and to evaluate progress and quality of learning. Thsi approach is based on a determination of the organisational enablers and structures that are required to deliver and support such learning.

An iterative technology evaluation and implementation approach provides a seamless pathway from the first step of selecting a technology through to the complete integration of that technology into L&T that allows the organisation to grow at a pace that suits their circumstances and needs. The evaluation of the learning effectiveness of a technology is core to its selection and implementation into L&T. The Learning and Teaching Evaluation Framework (LTEF) that is downloadable under “Publications” outlines the key features of this work.

The theories and practices that underpin the work at C-TEC are based on twenty-five years of research and practice in the education, corporate, and community sectors. The perennial goal is to establish iterative design, development, and evaluation cycles for refining organisational capabilities, which in turn assist to address the changing conditions that impact on learners’ needs and circumstances. Some of the areas of focus that serve to address such goals include:

    • Develop models and systems for learning and teaching that aim to expand and improve the educational experiences of people of all ages.
    • Identify how best to design and deliver high quality, individually tailored, and educationally effective learning solutions.
    • Resolve the issues that hinder delivery and access to teaching and learning experiences and related support services for people living in Australia’s rural and remote communities, or may live in metropolitan areas and have withdrawn from formalised education.
    • Provide learning platforms for empowering self-directed learning and enabling learner-centred pathways whilst embracing lifelong learning principles that foster rewarding personal development opportunities and thus benefit society as a whole.
    • Ground all projects in extensive, evidence-based research and application with an emphasis on Information and Communication Technology (ICT) supported learning systems.
    • Develop national approaches and policies that explain the complexities of learning and equip leaners to address and adapt to the divergent nuances of complex change.
    • Recruit mentors / leaders to sustain and expand the depth and breadth of online programmes.


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